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A COMPARATIVE CASE STUDY ANALYSIS OF ACADEMICALLY AT RISK
AFRICAN AMERICAN MALE STUDENT ATHLETES
by
Donna C. Heinel
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
In Partial Fulfillment of the
Requirements For The Degree of
DOCTOR OF EDUCATION
August 2008
Copyright 2008 Donna C. Heinel

The academic performance of African American male student-athletes has received considerable attention over the past two decades regarding academic achievement. In response the NCAA has instituted academic reform measure to increase graduation rates for student-athletes. Although these reform measures has produced academic behavioral change in order to increase graduation rates for the majority of student-athletes, African American males student-athletes still struggle with changing their academic behavior and graduating at the same rate as their peers. Since beliefs and perceptions govern behavior, this study explores the beliefs and perceptions of African American academically at risk male football players as they navigate their first semester of collegiate. Three constructs will enhance the exploration: trantheoretical model of behavioral change (TTM), identity processing style and possible selves.; Qualitative research methods were used to explore four African American male student-athletes' experiences at a large academically and athletically prestigious Division I University in California. Weekly face-to-face, semi-structured interviews were conducted with each of the four participants. Five emergent themes emerged throughout the interviews: 1) physical exhaustion and sleep deprivation, 2) chronic procrastination, 3) inability to understand scholarly academic effort, 4) diffused identity processing style, 5) and the disconnect between academic possible selves and career.; The findings from this study could be used to educate and inform key groups within university and athletic academic support environments.

A COMPARATIVE CASE STUDY ANALYSIS OF ACADEMICALLY AT RISK
AFRICAN AMERICAN MALE STUDENT ATHLETES
by
Donna C. Heinel
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
In Partial Fulfillment of the
Requirements For The Degree of
DOCTOR OF EDUCATION
August 2008
Copyright 2008 Donna C. Heinel